The Effectiveness of Anti-Bullying Skills Training through Storytelling in Reducing the Prevalence of Victimization in 7- to 9-Year-Old School Boys

The Effectiveness of Anti-Bullying Skills Training through Storytelling in Reducing the Prevalence of Victimization in 7- to 9-Year-Old School Boys   A. Khodabakhshi Koulaee, Ph.D.[1] M.R. FalsafiNejad, Ph.D. [2] F. Zeidi Doust [3]   This study was conducted to determine the effectiveness of anti-bullying skills training through storytelling in reducing the prevalence of victimization in 7- to 9-year-old school boys. The research design was quasi-experimental. The statistical population of the study consisted of all students aged 7 to 9 who were studying in District 1 of Tehran in academic year 2016-2017 and had experiences of victimization at school. To draw the sample, two-stage cluster sampling method was utilized and 30 students were selected. These individuals were randomly assigned to experimental and control groups and the experimental group received the storytelling intervention in ten 40-minute sessions. The instrument comprised Multidimensional Peer Victimization Scale (MPVS; Mynard & Joseph, 2000). The obtained data were analyzed via ANCOVA and MANCOVA. Results showed that anti-bullying skills training through storytelling had an impact on reducing the prevalence of victimization in 7- to 9-year-old school boys. Although this intervention had positive effects on all components of victimization, it had the highest impact on verbal victimization subscale and the lowest impact was observed for attacks on property. Accordingly, anti-bullying skills training through storytelling can prevent peer victimization and increase students’ self-esteem.   Keywords: storytelling, anti-bullying skills, victimization, students   Date received: Apr.  17, 2018                 Date accepted: Jul. 23, 2018 [1]. Assistant Professor, Department of Psychology and Education, Faculty of Humanities, Khatam University, Tehran, Iran (Corresponding Author). [email protected] [2]. Associate Professor, Department of Measurement, Faculty of Psychology and Education, Allameh Tabataba’i University, Tehran, Iran. [email protected] [3]. M.Sc. in Counseling, Department of Counseling, Faculty of Humanities, Science and Research Branch, Islamic Azad University, Tehran, Iran. [email protected]